Practice Of Structural Equation Modeling Research Articles

Learning environments in compulsory secondary education (ESO): validation of the physical, learning, teaching and motivational scales

We present the validation of a questionnaire for compulsory secondary school students (seventh to tenth grade), designated “Educational learning environments for ESO pupils” (CEApA_ESO), for the purpose of evaluating learning environments. Although many instruments have been developed in this area, our work attempts to comprehensively cover some factors that most influence learning environments from the students’ perspective. Therefore, we included physical, learning, teaching and motivational elements, by adapting different already-validated scales to our intended overall approach and the Spanish context. We conducted a pilot study with 207 students from four grades (two classes per educational level). We performed descriptive and factor analyses with maximum likelihood extraction method and varimax rotation to identify factors underlying each scale. The factors extracted from each scale were used to evaluate the fit of the model, using the AMOS v.18 software for structural equation analysis, taking as reference the criteria set by Byrne (Structural equation modeling with AMOS: Basic concepts, applications, and programming, Taylor & Francis Group, 2010) and Kline (Principles and practice of structural equation modeling, The Guilford Press, 2010) (CMIN/DF between 2 and 5, CFI and IFI > 0.9, RMSEA < 0.06 and HOELTER > 200). Finally, we present the factorial validity of the complete scale and analyse the internal consistency of the scale and its subscales using Cronbach’s alpha coefficient. This instrument, with adequate psychometric properties, offers educators and researchers a valid tool for assessing the learning environments of their schools.

Development and Psychometric Evaluation of Faculty Evaluation for Online Teaching (FEOT)

Development and Psychometric Evaluation of Faculty Evaluation for Online Teaching (FEOT)

Review essay on Rex B. Kline’s Principles and Practice of Structural Equation Modeling: Encouraging a fifth edition

Principles and Practice of Structural Equation Modeling, 4th editionRex B. KlineNew York: The Guilford Press 2016ISBN 978-1-4625-2334-4Softcover, US$65, 534 pp.Kline’s fourth edition is reasonably strong but improvable. The text aims to introduce newcomers to fundamental structural equation modeling (SEM) principles, but tends to confuse “Principles” with “Rules.” Rules having insufficient grounding in principles leave readers ill-prepared for understanding and responding to changes in previously traditional “rules”—such as those concerning model testing, and latents having single indicators. SEM’s foundations would be clearer if Kline began by presenting structural equation models as striving to represent causal effects—a commitment that differentiates structural equation models from regression and encourages model testing. I begin this review by summarizing the covariance/correlation implications of three simple causal structures, which pinpoints multiple text improvements and underpins the discussions of measurement and model testing that follow. Causal structuring also grounds my later comments regarding modelling means/intercepts and interactions. A file of Supplementary Sections expands on several points and lists multiple editorial corrections you might pencil into your copy of Kline’s text.

Response to Leslie Hayduk’s Review of Principles and Practice of Structural Equation Modeling, 4th Edition

this issue, Review Essay

Τhe pattern of relations between cognitive control and Theory of Mind in older adults having vascular risk factors and older adults with Mild Cognitive Impairment: are there any differences?

Τhe pattern of relations between cognitive control and Theory of Mind in older adults having vascular risk factors and older adults with Mild Cognitive Impairment: are there any differences?

Principles and Practice of Structural Equation Modeling, Third Edition by Rex B. Kline

Principles and Practice of Structural Equation Modeling, Third Edition by Rex B. Kline

Principles and Practice of Structural Equation Modeling

Principles and Practice of Structural Equation Modeling

Principles and Practice of Structural Equation Modeling

Principles and Practice of Structural Equation Modeling

Beyond Significance Testing: Reforming Data Analysis Methods in Behavioral Research.

REX B. KLINE Beyond Significance Testing: Reforming Data Analysis Methods in Behavioral Research Washington, DC: American Psychological Association, 2004, 336 pages (ISBN 1-59147-118-4, US$49.95 Hardcover) In 1999, a blue-ribbon task force assembled by the American Psychological Association published their findings with regards to the long-standing controversy pertaining to null hypothesis testing (NHST). The task force dictated effect sizes and confidence intervals be reported, and p values and dichotomous accept-reject decisions be given less weight. Editorial policies in a number of journals came to reflect the views of the task force as did a subsequent revision to the American Psychological Association Publication Manual. Rex B. Kline wrote Beyond Significance Testing. Reforming Data Analysis Methods in Behavioral Research as a follow-up to both the task force recommendations and the revision to the publication manual. Kline's 1998 book Principles and Practice of Structural Equation Modeling (Guilford Press) was well received and a second edition is being published this fall. In Beyond Significance Testing, Kline reviews the controversy regarding testing, offers methods for effect size and confidence interval estimation, and suggests some methodologies. There is an accompanying website that includes resources for instructors and students. Part I of the book is a review of fundamental concepts and the debate regarding testing. Part II provides statistics for effect size and confidence interval estimation for parametric and nonparametric two-group, oneway, and factorial designs. Part III examines metaanalysis, resampling, and Bayesian estimation procedures. In the first chapter, Kline provides a scholarly summary of the null hypothesis testing debate concluding with the APA task force findings and what Kline regards as ambiguous recommendations in the publication manual. Kline predicts the future will see a smaller role for traditional statistical testing (p values) in psychology. This change will take time and may not occur until the next generation of researchers are trained, but Kline anticipates the social sciences will then become more like the natural sciences in that we will report the directions and magnitudes of our effects, determine whether they replicate, and evaluate them for their theoretical, clinical, or practical significance (p. 15). Chapter 2 is a review of fundamental concepts of research design, including sampling and estimation, the logic of statistical testing, and t, F, and chi-square tests. The problems with statistical tests are revisited in Chapter 3. What follows is a long list of errors in interpretation of p values and conclusions made after null hypothesis testing. The emphasis on null hypothesis testing in psychology is also argued to inhibit advancement of the discipline. To be fair, Kline recognizes there is yet no magical alternative to statistical tests and that such tests are appropriate in some circumstances when applied correctly. Nonetheless, Kline envisions a future where effect sizes and confidence intervals are reported, substantive rather than statistical predominates, and NHST-Centric thinking has diminished. Part II covers effect size and confidence interval calculations. Chapter 4 is a presentation of parametric effect size indexes. Independent and dependent sample statistics are covered separately. The textbook's website has a supplementary chapter on twogroup multivariate designs. Group difference indexes such as d are distinguished from measures of association such as r. Case level analyses of group differences are also reviewed. Sections not relevant to a reader's needs can be skipped without loss of continuity. Interpretive guidelines for effect size magnitude and how one might be fooled by effect size estimation are sections that should not be passed over. …

Implicit Association Test: Separating Transsituationally Stable and Variable Components of Attitudes toward Gay Men

Implicit Association Test: Separating Transsituationally Stable and Variable Components of Attitudes toward Gay Men

Book Review of Principles and Practice of Structural Equation Modeling

(2000). Book Review of Principles and Practice of Structural Equation Modeling. Structural Equation Modeling: A Multidisciplinary Journal: Vol. 7, No. 3, pp. 489-495.